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U2 AddSAM 2019 LeadExaminerReport
U2 AddSAM 2019 LeadExaminerReport
U2 AddSAM 2019 LeadExaminerReport
2019
Level 3 National in
Information Technology
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Edexcel and BTEC Qualifications
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October 2019
Publications Code 31761H _AddSAM_ER
All the material in this publication is copyright
© Pearson Education Ltd 2019
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Grade Boundaries
When our experts set the grade boundaries, they make sure that learners receive
grades which reflect their ability. Awarding grade boundaries is conducted to
ensure learners achieve the grade they deserve to achieve, irrespective of
variation in the external assessment.
Grade boundaries for this, and all other papers, are on the website via this link:
qualifications.perason.com/gradeboundaries
Boundary Mark - - - -
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Introduction
Please note there is a paper-based solution, database solutions, marking
guidance and two marked scripts available for use with this examiner’s report.
The resources are available here and will be referred to throughout this
report.
Centres must use the examination templates provided with each examination
paper.
Candidates are not required to create any new attributes, they should use
all, and only, the attributes present in the data extract in Part A and the
attributes given in the tables in Part B. Please note, in terms of Part A, using
all and only the attributes given does not mean that candidates cannot
rename attributes. This is perfectly acceptable.
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Part A
Activity 1 – Database relationship
screenprint
This activity is designed to test the candidates’ knowledge and skills in terms
of database modelling via creating a database skeleton structure that reflects
third normal form within the constraints of the data set i.e. using all, and
only, the attributes given in the data file.
In terms of the new assessment format, this activity is exactly the same as
previous examinations. The only difference is that a data extract is used as
the basis of the investigation and that the number of fields are reduced in
order to minimise the input required in activity 2.
Part A
Script A 3
Script B 3
Example Solution 3
Marking Guidance 3
It was also clear that, at times, the candidates remembered their solution
from the summer examination and created exactly the same 4 table solution
even though it did not fit the data extract.
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Where marks were not achieved it tended to be because:
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Activity 2 – Table structures and
validation
Candidates must use the template provided for this activity. Examiners mark
the evidence against the candidates’ own entity relationship screenprint
(activity 1) to ensure candidates are not double penalised for any errors
occurring in activity 1. Where candidates have not included an activity 1, their
structure is marked against our solution. It is designed to test their ability to
build the database tables following standard naming conventions including the
good use of field names, relevant data types, assignment of primary and
foreign keys and a range of suitable validation.
In terms of the new assessment format, the candidates are still tested on
exactly the same skills. The only difference is that the number of screenprints
has been reduced with the candidates only needing to produce one screenprint
per validation type given in the activity. It should be stressed that this does
mean that the fields shown are very significant as the skill is in not only
applying a particular type of validation but also ensuring it is relevant.
Relevant means it meets the validation requirements given at the beginning
of the activity.
It should be noted that candidates should ensure they validate all of the
requirements given even if they do not need to screenprint them all. They will
be testing the structure in activity 4.
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Part A
Script A 4
Script B 3
Example Solution 4
Marking Guidance 4
Traits 1, 2 and 3
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different formats being used.
Trait 2 Very few candidates did not manage to ensure the structure
matched the structure in their activity 1. It is worthwhile advising
candidates that if they do make changes to the structure in this
activity then they should update their screenprint in activity 1.
However, some candidates did not ensure the data types for the
foreign keys matched the primary keys e.g. AutoNumber for
primary, Short Text for foreign. AutoNumber should use a number
for the corresponding foreign key etc.
Trait 3 Many candidates did use the correct data types for all fields:
Trait 4 Evidence for this trait was minimised, with candidates needing to
provide one screenprint per type of validation. However, as previously
mentioned, the validation must be relevant to the requirements the
candidates were given at the beginning of the activity. In this paper
the requirements were:
• a record will not save with the surname, house number and
postcode of the customer being present (customer table)
• a record will not save if the event selected is invalid (seat sale
table, EventID field)
• a record will not save in the seat type is invalid (seat sale table)
• a record will not save if the number of tickets in below the accepted
range (seat sale table)
• a record will not save if the number of tickets is above the accepted
range (seat sale table).
Presence Check
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Length Check
In this paper the candidates had the choice of either providing evidence of a value
lookup or a range check (not both). The evidence expected was a screenprint, in
design view, for either a range check or a value lookup. If a validation rule had
been used for the range check then there must also have been evidence of suitable
validation text. If a lookup had been used as a range check then ‘limit to list’ must
have been set to ‘Yes’.
Table Lookup
• primary/foreign keys – the table name and/or field name could not be
seen
• all other fields – field names could not be seen
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Evidence in terms of validation was mixed.
Length check This was very well evidenced. Any one of the text fields
mentioned at the beginning of activity were suitable to
use for evidence of this. Surname, House Number or
Postcode and Seat Type were suitable fields for this.
Table lookup A table lookup for one foreign key is expected with
‘Limit to List’ set to ‘Yes’. In most of the evidence seen
limiting the list to yes was missed. There were not
many instances of candidates looking up to the wrong
table.
Format check The format check must be based on one of text fields
mentioned in the validation requirements at the
beginning of the activity.
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Activity 3 Queries and Report
Whilst the skills required to complete this activity are no different to the skills
required to complete the queries and report parts of Activity 3 of previous
examinations this is now a standalone activity with its own marking grid.
The only other change is that the number of queries were reduced to two.
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Part A
Script A 7
Script B 7
Example Solution 5
Marking Guidance 6
Trait 3 This trait focusses on the presentation of the query results and the
report. The queries and report should:
Query A
This query was well-evidenced on the whole. Most were able to ensure there was
an ascending sort on the Event Description and that the criteria used would select
dates between 20th and 21st of December 2019 only.
At times the evidence was weakened, affecting the mark awarded, because:
Query B
It was surprising to see how many candidates did not attempt this query. Whilst
the calculations could be deemed as being higher level skills, there was something
for everybody in this query. Candidates should be encouraged to complete as
much of the queries as they can as there are three distinct traits. For example,
having the correct tables and fields in the grid is trait 1. Even if candidates cannot
accurately complete the calculations, they can ensure the fields are there. They
can also make sure generated fields have suitable names even if the calculations
do not work etc.
Where the query had been attempted many were able to generate the number of
tickets that had been sold, fewer were able to generate the income this would
produce.
It was nice to see how many of these candidates did pay attention to detail i.e.
naming their generated fields, ensuring the ordering of the columns would aid
readability and understanding etc.
Report
Where candidates had attempted the report there was varying degrees of success.
Many were able to show the number of tables/non table seats (choosing to do so
via grouping rather than specific calculations, which was fine in this instance).
Some successfully generated the number of customers, fewer managed to
generate all of the required calculations.
It was nice to see that some of the candidates had clearly thought about the
presentation of the report, particularly the label names and ensuring the page
width was used sensibly in terms of the placement of fields. However, just as
many candidates included only the default report created with the wizard. Whilst
the marks will obviously be affected it is worth including even only this as it can
still attract some marks.
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Activity 4 – Testing
The new format of assessment includes two distinct testing activities with the
original 12 marks spilt so that each testing activity has 6 marks attached to
it. In part A the testing focusses on the tables.
Traits 1 and 2 focus on planning whilst traits 3 and 4 focus on the results of
this testing.
Candidates must use the template provided and should carry out only the tests
given in the task.
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Script A
Script A 9
Script B 12
Example Solution 10
Marking Guidance 8
• type of test
o incorrect, missing etc. It should be noted that the template for
the testing activities do not change with each exam. What is
important are that the words as appropriate appear in the
examination paper i.e. normal, erroneous and extreme. If it is
not appropriate, then do not try to make sure each has been
given as a type of test in the template. For example, in this
paper there were no normal tests given hence this type of test
should not have appeared in the test type column
• test data
o none, not specific, irrelevant for the test being carried out. For
example, if the test was to ensure a customer forename has to
be present in order to save then the test data should give specific
values for the rest of the fields in the record and indicate that
the forename will be left blank
• expected results
o irrelevant to the test being carried out, not specific. For example,
if an error message should display then what error message will
that be? Taking on board comments made about setting Required
to ‘Yes’ not being the most appropriate way of applying a
presence check, this would be an ideal place for candidates to
realise that if they specified what error message would be
expected. The inbuilt messages are not very user friendly. If they
do not realise that whilst building the system, they should pick
up on it while testing. Also, at times candidates also talked about
what they had done and what happened.
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• actual results
o not being able to see the test data for all of the fields
o not realising the actual results do not match the test being
carried out
o screenprints too small to read
• errors
o not recognising that test results are incorrect, not commenting
on errors, correcting the error(s).
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Activity 5 – Evaluation
In terms of the new format of the examination there are also two separate
evaluation activities as opposed to one. The original 12 marks have been split
in two with 6 marks for the evaluation in part A and 6 for the evaluation in
part B.
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Part A
Script A 14
Script B 16
Example Solution 13
Marking Guidance 9
I did think that the seat type should not really be included
in the seat sale table as it does not rely wholly on the
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SeatSaleID. There could have been another table with an ID
and the seat type. However, I was told not to introduce any
further fields, and this seemed the best table for it to be in.
I did consider the event table but realised it would cause
duplication of the event details, so I left it with the seat sale
and created a combo box with the two values in it.
2 Validation The second aspect is where the candidates should be
showcasing their knowledge and skills in terms of validation.
This aspect was quite well evidenced on the whole with
many good accounts of not only what was done but also
why. An extract included:
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Part B
Activity 6 – Interface and Functionality
This activity no longer includes reference or marks for the queries and the
report as previously mentioned. It is now designed to test the candidates’
ability to build the forms to meet the specified requirements. It should be
noted that candidates should only include annotations where they think it is
absolutely necessary in order to explain the method used. Candidates can
certainly achieve full marks in this activity without any annotations at all.
It should be noted that where it says “ensure you have included enough detail
to fully show how …. works” it is not a prompt for the candidate to write about
what they have done or to show the forms etc. working (that is carried out in
the testing activity). It is a prompt to make sure they check they have included
enough detail in the evidence they have already provided above that
statement eg form view, design view, method of generating keys, sources of
combo boxes, queries used, code/macros used etc. The question to ask
themselves is “would the examiner know exactly what my forms look like,
what criteria/calculations have been used and exactly how they work?”
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Part B
Script A 16
Script B 17
Example Solution 3
Marking Guidance 3
It is also worthwhile noting the difference between the two input forms.
Candidates should think carefully about the purpose of each. The supplier
form was an input form to add a new record and save it. The delivery form
was an input form to find a product, input the number of that product delivered
and see associated fields and results of calculations. Due to time constraints
in the examination the actual updating of the NumberInStock field in the table
was not part of the process.
The purpose of the form should help determine whether the form is bound to
a table or not. Please see the example solution documentation for more
information about this.
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Trait 1 This trait has nothing to do with automation. It focusses on the
forms, how they look, what user aids have been provided, good
labels, disabled fields, asterisks, the width of the fields, layout etc.
Trait 3 This focuses on automation and validation. The first form will
focus on validation and the automation of the save process. The
second form will not include any validation or the automation of a
save process. It will be to test skills such as being able to filter
using appropriate criteria and automate the generation of data
using calculations etc.
Trait 4 This considers all the other traits in order to place the candidate
in the correct band with the correct mark.
Candidates were expected to produce two forms. One for a new supplier and
the other to add product deliveries.
Trait 1 Expectations
• Sensible title
• Instructions on how to use the form
• SupplierID disabled
• Labels useful (spaces between words etc)
• Field widths appropriate, not just default and not all the
same size – relevant to the data that will be displayed in
them
• Attempt at house style – alignment of fields, alignment of
data in fields, different size font for title compared to data
etc.
Evidence seen
Expectations
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Trait 3 • Forms opens at a new record
• Saving only takes place if
o Surname, House Number and Postcode are present
o Delivery days is between 1 and 5
o the valid record would be saved in the supplier table
correctly
o a save message would display
o the form would be cleared ready for next new supplier
• Suitable error messages would be displayed if the save should
not take place
• Note validation rules added to the field properties on the form
were not accepted for presence checks. They needed to be
done within the macro or code.
Evidence seen
ELSE
Save record
Move to a new record
Display suitable save message
END IF
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the macro/code would be expected. Examiners must be able to see
the entire process.
Fewer candidates were using an unbound form for this part of the
task. The is beneficial for them as it removes the need to create and
evidence an append query and the problems associated with it i.e.
truncated evidence, forgetting to include screenprints of the query,
forgetting to use it in the macro/code.
Trait 1 Expectations
• Sensible title
• Instructions on how to use the form
• Can select the ProductID/Product
• Can input the number delivered
• These existing fields displayed
o Cost price
o Selling price
o Number in stock
• These field ready for generation of data (do not look at
the calculations themselves in this trait)
o New number in stock
o Overall product cost
o Overall sales value
• All fields disabled other than the product combo box and
the number delivered
• Labels useful (spaces between words etc)
• Field widths appropriate, not just default and not all the
same size – relevant to the data that will be displayed in
them
• Attempt at house style – alignment of fields, alignment of
data in fields, different size font for title compared to data
etc.
• Monetary amounts formatted to currency with 2 decimal
places
Evidence seen
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Of those who did attempt it few went beyond the default form
with the same problems as described for the first form. Very few
seemed to recognise only two fields required interaction from the
user and the rest should have been disabled.
Generally, the form had a suitable title and that was about it in
terms of presentation and ease of use.
Trait 2 Expectations
Evidence seen
Trait 3 Expectations
Evidence seen
Very few automated this i.e. there was no combo box or the
source of the combo box and how the results of the calculations
were refreshed after selection were shown. Of those who had
attempted the calculations most had no combo box at all.
There were different methods that could have been used e.g.
• using the product table as the source of the form. Using the
combo box wizard to draw a combo box and using the
option to find a record on the form based on the ProductID
chosen. This would have refreshed the contents of the form
after selection. Candidates would need to screenprint the
embedded macro associated with this.
• using an unbound form. Adding a combo box with the
relevant product information from the product table in it.
Setting the source of the cost price, selling price and
number in stock to the values in the relevant combo box
column. Adding a re-query to the After Update event of the
combo box to refresh the form.
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Activity 7 – Testing
As with the activity 4 testing in part A, traits 1 and 2 focus on planning whilst
traits 3 and 4 focus on the results of this testing.
Candidates must use the template provided in each examination and should
only carry out the tests specified in the task.
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Part B
Script A 19
Script B 23
Example Solution 7
Marking Guidance 7
The evidence seen tended to match the evidence found for activity 4. Some
candidates included excellent evidence. However, more did not.
• test data
o none, not specific, irrelevant for the test being carried out. For
example, if the test was to ensure a customer forename has to
be present in order to save then the test data should give specific
values for the rest of the fields in the record and indicate that
the forename will be left blank
• expected results
o irrelevant to the test being carried out, not specific. For example,
if an error message should display then what error message
should that be.
• actual results
o Not being able to see the form itself or the data on it
o Not showing everything that happens. For example, proving the
save works should include:
➢ screenshot of the form with the data clearly visible and the
save message on screen
➢ screenshot of the form cleared (if applicable)
➢ screenshot of the new record in the table(s).
➢ screenshots of the form with the data present and the
results of calculations etc.
• errors
o Not recognising the test results are incorrect, not commenting
on errors, correcting the error(s).
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Activity 8 – Evaluation
This activity is designed to test the candidates’ ability to evaluate their
interface. Thinking about the user and what the forms mean to them in terms
of usability is very important in this activity.
Teachers are advised to download Script A, Script B and the example solution.
In terms of this activity these pages are of relevance:
Part B
Script A 23
Script B 28
Example Solution 11
Marking Guidance 8
Evidence seen was on a par with the evidence seen for activity 5. Many
candidates did not realise the importance of the user, evaluating the interface
purely through their own performance. Those who could relate the solution to
the user tended to achieve better marks.
“I used code to make sure the delivery days were in range. I think I did a
little bit better than what was needed as I defaulted the delivery days to 1
when the form opened. This would save the user having to input it if the days
were 1 but did not mean they could not replace with a different number from
the range. I checked to make sure the days were in the range of 1 to 5.”
I am also happy with the delivery form. I used a combo box to allow the user
to select the product. The combo box was sorted into ascending order to make
it a little easier to find the product for the user. Though the combo box only
showed the product description the CostPrice, SellingPrice and numberInStock
fields were also in it – I hid them. I didn’t think the user needed to see them
in the combo box and thought it might have distracted them. I also thought it
would make the form easier for the user to use by defaulting the number
delivered to 1 so I did that. This did not mean they could not change it but
meant less input if the number delivered was 1. I did think about whether it
should be more and have something to do with the re-order level, but nothing
was really said about how many should be ordered just when the ordering
should happen.
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For more information on Edexcel qualifications, please visit
www.edexcel.com/quals
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